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Developmental Issue: Attention-Deficit/Hyperactivity Disorder (ADHD)

Sule Umit

                                        Professor: Michael Gontarz

 

PSY-632-X4301 Developmental Psychology 24TW4

05/28/2024

Developmental Issue: Attention-Deficit/Hyperactivity Disorder (ADHD)

Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder that shows a high prevalence, affecting children and adolescents. This is defined as behavior that is inconsistent and repetitive and is noticed in children or even adults and has an impact on the children or their development. ADHD remains distinct from typical developmental disorders with regard to behavior and cognitive advancement in children as it is not in line with the developmentally expected standards.

Distinguishing Features and Diagnostic Criteria

ADHD is identified by several core symptoms: These are inattention, hyperactivity and Impulsivity. These symptoms are categorized into two main types of presentations: Basically, there are two subtypes, namely, the predominantly inattentive subtype and the predominantly hyperactive-impulsive subtype. The diagnostic criteria, as outlined in the DSM-5, include symptoms such as: The diagnostic criteria, as outlined in the DSM-5, include symptoms such as:

· For inattention: Some of the symptoms may include Careless mistakes when doing activities, which require prolonged concentration, not being able to pay attention, disregarding instructions when they are being given and failing to follow them, having issues in organizing tasks, avoiding tasks that demand a lot of concentration, losing items necessary in completing tasks, getting distracted easily and forgetting the details of daily activities.

· For hyperactivity-impulsivity: Sitting on the floor or other surfaces instead of on chairs, getting up and moving in conditions when it is expected to sit still, climbing instead of walking, using loud voices, not being able to play or participate in quiet activities, constantly moving, talking nonstop, answering questions and questions other people’s questions before being asked, having a tough time waiting for a turn, and interrupting people.

They are said to appear in childhood, specifically before the age of 12 years and; the symptoms manifest in at least two settings such as home, work or school and they significantly interfere with the individual’s social, academic or working ability. ADHD is not due to another mental disorder exclusively and can only be diagnosed by a qualified physician.

Impact Across Developmental Domains

ADHD affects various developmental domains: ADHD affects various developmental domains:

· Physical: Even though ADHD mainly affects behaviors and cognitive processes, it is understood that some children with ADHD may have co-morbidities like motor coordination issues.

· Cognitive: ADHD also influences how one manages daily tasks and behaves in different situations due to problems with working memory, and cognitive flexibility, and self-regulation.

· Affective: ADHD makes some children possessive, always angry or sad, moody, frustrated, and develop low self-esteem in school.

· Social: Based on both sample case studies and empirical research evidence, ADHD symptoms can impact social aspects of human lives and functioning. He or she may fail to pay attention to social signals hence enjoy rejection and end up being lonely every time they are among peers with other kids.

Population Affected by ADHD

ADHD is a serious neurodevelopmental disorder that is observed in various countries with a frequency of 5-10% among children. The disorder is more frequently diagnosed in boys than girls, with a ratio of about 2:1. Nevertheless, girl children especially are often missed for such diagnosis due to their subtle presentation in contrast to boy children where inattention is likely to be accompanied by hyperactivity.

Age Range

In most cases, the initial signs of ADHD begin to manifest within the ages of three to six years of age while the disorder is particularly common in school-going children. It is therefore important to look at methods to deal with the disease at its early stages in as much as possible to secure a better result.

Socioeconomic and Cultural Considerations

ADHD is universal in children and equally manifests in children of least-privilege families and of privilege; however, least-privilege children are more likely to experience severe risk factors such as substance exposure during pregnancy, exposure to lead, and early life stress than privileged children. This bibliography aims to demonstrate how cultural beliefs about mental health and learning disabilities may affect the identification and management of ADHD. In some cultures, people may consider mental diseases as taboo this may cause delays that may be required from the time that one is diagnosed till the time that the person is taken for treatment.

Sociocultural Impact

Field of Psychology

ADHD therefore plays a big role in the area of developmental psychology by encouraging extensive research in an endeavor to establish causative factors, best treatment measures to be taken and the future prospective of children diagnosed with this disorder. This condition of the child limits the abilities of psychologists to create adequate treatment options and coping strategies that can be employed in different contexts such as the school environment or other societal settings.

Communities and Organizations

This is because the condition affects many people and requires social and governmental attention and engagement across community and organizational sectors. To assist students with ADHD, schools employ both IEPs and 504 plans to facilitate the student’s education and ensure they do not fall behind due to their condition. ADHD can be effectively managed through community organizations such as awareness creation, reducing stigma, and providing necessary resources to affected families.

Prevalence and Awareness

ADHD is a name for a group of chronic developmental disorders characterized by years of impulsive, inattentive, and disruptive behaviors. The study reached by the CDC, states that around 6. Almost one million students in America are receiving the medical diagnosis of ADHD. This high prevalence can only underscore the need for prompt recognition and immediate treatment.

Several organizations are dedicated to promoting awareness and supporting individuals with ADHD, including Several organizations are dedicated to promoting awareness and supporting individuals with ADHD, including:

· Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD): Covers extensive information adopting an educational, advocacy, and support role for ADHD’.

· The National Institute of Mental Health (NIMH): Here are some of the features of this portal: Performs research and offers information on ADHD.

· The Attention Deficit Disorder Association (ADDA): It specifically targets the college and university adult ADHD population.

Conclusion

ADHD is a major developmental condition that manifests in children and Adolescents and whereby the behavior portrays inattention, hyperactivity and impulsive actions. The symptoms affect several areas of development namely, cognitive, affective and social. ADHD is known to affect mainly school-going children and symptoms are always noticeable with very high incidences being registered with boyish children. This paper has shown that the diagnosis and management of ADHD are influenced by the socio-economic status of the affected individuals as well as the cultural beliefs of the societies in which they live. It changed the basic understanding of developmental psychology and requires attention and support from the community and organizations to create the necessary awareness and means for persons affected by it and their families. To begin, it is important to know basic information about ADHD as well as about the diverse impacts of this disorder so that appropriate interventions may be appropriately designed and provided to children and adolescents.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Centers for Disease Control and Prevention. (2020). Data and statistics about ADHD. Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). (n.d.). About ADHD. Retrieved from https://chadd.org/about-adhd/

National Institute of Mental Health. (n.d.). Attention-Deficit/Hyperactivity Disorder (ADHD). Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd

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Attention-deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopment disorder whose effect is felt globally by children and adolescents. Cognitive Behavioral Therapy (CBT) has emerged to be one of the successful measures towards the treatment strategy for the management of ADHD symptoms. It considers the sociocultural aspects and the effectiveness of CBT in dealing with ADHD in diverse population. The successful process of assessing some of the present strengths and limitation in delivery of cultural sensitive medical services requires analysis of the origin of the CBT for ADHD, its application in diverse regions, and how it can be adapted to the cultural elements (Ojinna et al., 2022). In addition, the evaluation helps in the exploration of the alignment of the CBT with some of the key developmental psychology themes and the contemporary theories, its impact on organizations and the communities, and the ability to assists in addressing the typical and the atypical development in children and adolescents diagnosed with ADHD. The analysis will be helpful as it offers information about success and potential areas that needs enhancement.

Sociocultural Assessment

Based on the original population in terms of developing the program, Aaron Beck developed CBT in 1960. Various research studies have revealed about the success of the CBT in helping successful process of managing psychiatric conditions such as depression, anxiety disorders, personality disorders, and substance abuse (Chand et al., 2023). Such techniques have been demonstrated to be suitable adjunctive therapeutic approach targeting conditions like bipolar disorder or schizophrenia. Since its development, the application of the CBT in diverse population like children and adolescents with ADHD have increased.

Concerning its deployment and collection of the data, the CBT program has been researched and implemented worldwide. Such increased deployment rates make it possible for cross-cultural comparisons and adaptations to occur (Nakao et al., 2021). Regarding the impacts and the sociocultural population, different uses of CBT across diverse regions and cultures have resulted in adaptations, hence making it more culturally sensitive. A good example is mental health providers or therapists trained to help accommodate and respect cultural variations and materials made available in different languages.

Studies have confirmed that CBT is effective across diverse cultural and ethnic groups upon proper handling. Research shows that CBT can be successful in the treatment of ADHD symptoms in diverse populations, provided that cultural sensitivity is considered during treatment (Kunorubwe, 2023). Nevertheless, concerns continue to rise concerning its use in non-Western patients since CBT is the basic practice and the model is majorly rooted in Western cultural models. Such cultural biases are likely to cause limitations on its importance or efficacy in some contexts. Addressing the challenge requires ongoing efforts to develop culturally responsive CBT adaptation that supports integrating local values, beliefs, and practices. Such modifications focus on improving the therapeutic acceptability and success across diverse cultural settings while upholding the core principles of CBT.

The CBT for ADHD shows various strengths in cross-cultural success. One of its strengths is its flexibility. The flexibility aspect of CBT for ADHD relates to the fact that it allows the chance to incorporate different cultural values and norms. Consequently, it makes it adaptable to different sociocultural contexts. The other strength is the availability of culturally adapted models like Pamela Hay’s ASSESSING Model (Correa da Cunha et al., 2022). This strength helps in enhancing its use across diverse populations. Moreover, CBT is focused on the modification of behaviours and thoughts, thus providing a universal model that can be useful across cultures since the cognitive and behavioural processes are crucial aspects of human experience, notwithstanding the cultural background.

Despite these strengths, there are also limitations and concerns in cross-cultural applications. There is a possible bias towards Western cultural models and the basic research and development of CBT in Western contexts. The bias might lead to overemphasis or understanding of the role of the environmental and social factors that are key to some of the cultural aspects (Mishu et al., 2023). For example, collectivist cultures likely focus on individual cognitions more than other social harmony. Moreover, there is an increased need for further research on the maximum process of developing CBT measures for different populations. Such a study would help tackle cultural complications and ensure that CBT methods are successful and culturally suitable and have some meaning to individuals from diverse ethnic, socioeconomic, and cultural groups.

Program Implementation

The Core Developmental Psychology Themes

Regarding the core developmental psychology themes, there is nature vs. nurture. In this case, CBT for ADHD recognizes both genetic predispositions or nature and environmental influences or nurture. It emphasizes modifying the behaviors and thoughts as they align with the nurture elements while acknowledging the biological basis of ADHD (Tistarelli et al., 2020). The other themes are continuity and discontinuity. In this case, the CBT considers the ADHD as an ongoing process, offering continuous approaches for the management of the ADHD symptoms. Nevertheless, it recognizes the possible discontinuities in the presented symptom across diverse life phases.

The theme of stability vs. change is a key aspect to CBT’s strategy to the treatment of the ADHD. While recognizing the persistent nature of the ADHD features, the CBT is focused on the initiation of the positive changes in the behaviors and symptoms. Such approach acknowledges that even though the core ADHD features might be stable, individuals develop coping approaches and skills crucial in the management of the symptoms. CBT helps in providing long-term management methods that assists patients in dealing with challenges, improvement of the executive functioning, and enhancement of the emotional regulations (Pan et al., 2024). The process of targeting particular behaviors and thought patterns enable CBT to ensure creation of the long-term enhancement of the functioning across diverse life domains. Such balanced views makes it possible for realistic expectations regarding the treatment outcomes while helping with the empowerment of the persons diagnosed with ADHD to ensure active operation to the positive change and enhanced quality of life.

Application of the Contemporary Theories

CBT for ADHD aligns perfectly with various contemporary development theories. First, it involves incorporating aspects of cognitive and behavioural theories, focusing on modifying maladaptive thoughts and behaviours (Nakao et al., 2021). It also considers the social learning theory by tackling the dynamics of the family and social skills. It also considers the ecological systems theory by considering the broader context of the person’s life.

The Effect of Sociocultural Influences on the Communities and Organizations

The CBT for ADHD leads to greater impacts on the communities and organizations based on sociocultural influences. In the communities where it functions, CBT improves academic and social functioning as it benefits educational institutions and workplaces by enhancing performance and reducing behavioural problems. It leads to developmental psychology by offering evidence-based approaches for managing ADHD across diverse development stages and enriching the awareness of cognitive and behavioural measures (Ojinna et al., 2022). Based on the sociocultural aspect, CBT implementation leads to a rise in awareness and a reduction in the stigma associated with ADHD, thus fostering more inclusive environments. Nevertheless, its success can differ based on the cultural aspects, thus promoting adaptations to help align with different sociocultural norms and values. Such differences challenge healthcare providers to consider cultural sensitivity when applying the principles of developmental psychology, thus causing more culturally competent practices in the field.

Assessment of the Ability of the Chosen Program to Help in Tackling Typical and Atypical Development in Children and Adolescents

CBT for ADHD is mainly targeting atypical development, particularly the symptoms and challenges linked to ADHD. It is focused on the improvement of the improvement of executive functioning, regulation of emotions, and social skills, which are considered to be the areas reported to be challenging for persons diagnosed with ADHD (Drechsler et al., 2020). Success or efficiency is measured using standardized rating scales such as the ADHD and Conners scales. It also involves functional evaluations in academic and social domains and self-report symptom severity and quality of life measures.

Further assessment of the effectiveness of the program also requires longitudinal research tracking outcomes over some periods, using comparative studies with other measures such as medication and another psychosocial therapeutic approach, and the qualitative study to help in the successful process of capturing individual experiences and cultural complications (Drechsler et al., 2020). Such evaluation shows that CBT for ADHD is an excellent approach towards addressing the disorder across different populations. Nevertheless, there is existing room to help in further cultural adaptation and research to ensure the maximization of its success.

References

Chand, S. P., Kuckel, D. P., & Huecker, M. R. (2023). Cognitive Behavior Therapy (CBT). National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470241/

Correa da Cunha, H., Farrell, C., Andersson, S., Amal, M., & Floriani, D. E. (2022). Toward a more in-depth measurement of cultural distance: A re-evaluation of the underlying assumptions. International Journal of Cross Cultural Management, 22(1), 147059582210891. https://doi.org/10.1177/14705958221089192

Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current Concepts and Treatments in Children and Adolescents. Neuropediatrics, 51(5), 315–335. https://doi.org/10.1055/s-0040-1701658

Kunorubwe, T. (2023). Cultural adaptations of group CBT for depressed clients from diverse backgrounds: A systematic review. The Cognitive Behaviour Therapist, 16, e35. https://doi.org/10.1017/S1754470X23000302

Mishu, M. P., Tindall, L., Kerrigan, P., & Gega, L. (2023). Cross-culturally adapted psychological interventions for the treatment of depression and/or anxiety among young people: A scoping review. PLoS ONE, 18(10), 1–26. https://doi.org/10.1371/journal.pone.0290653

Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive–behavioral Therapy for Management of Mental Health and stress-related disorders: Recent Advances in Techniques and Technologies. BioPsychoSocial Medicine, 15(1), 1–4. https://doi.org/10.1186/s13030-021-00219-w

Ojinna, B. T., Parisapogu, A., Sherpa, M. L., Choday, S., Ravi, N., Giva, S., Shantha Kumar, V., Shrestha, N., Tran, H. H.-V., & Penumetcha, S. S. (2022). Efficacy of Cognitive Behavioral Therapy and Methylphenidate in the Treatment of Attention Deficit Hyperactivity Disorder in Children and Adolescents: A Systematic Review. Cureus, 14(12). https://doi.org/10.7759/cureus.32647

Pan, M.-R., Dong, M., Zhang, S.-Y., Liu, L., Li, H.-M., Wang, Y.-F., & Qian, Q.-J. (2024). One-year follow-up of the effectiveness and mediators of cognitive behavioural therapy among adults with attention-deficit/hyperactivity disorder: secondary outcomes of a randomised controlled trial. BMC Psychiatry, 24(1). https://doi.org/10.1186/s12888-024-05673-8

Tistarelli, N., Fagnani, C., Troianiello, M., Stazi, M. A., & Adriani, W. (2020). The nature and nurture of ADHD and its comorbidities: A narrative review on twin studies. Neuroscience & Biobehavioral Reviews, 109(109), 63–77. https://doi.org/10.1016/j.neubiorev.2019.12.017